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South Grafton High School
Annual School Report 2014
8406
8406
1
School context statement
South Grafton High School (SGHS) is a rural,
comprehensive, co-educational high school
where 17% of students identify as Aboriginal or
Torres Strait Islander. With "Excellence and
Innovation" central to our ethos, we aim to foster
successful learners who are confident, creative
individuals and active, informed citizens. This will
be achieved through sustained continuous
improvement and development of leadership
potential whilst embedding our core Positive
Behaviour for Learning (PBL) values. South
Grafton High School is part of the Grafton
Community of Schools, which allows the
community to cater for student needs through a
collaborative decision-making cycle. The school
seeks to be firmly grounded in our local
community with strong links to universities, TAFE,
local business, and volunteer organisations. We
aim to provide opportunities that allow students
to develop a high standard of excellence and
provide equity of opportunity for all members of
our school. Our school aims to provide learning
environments that cater for individual student
learning needs.
Student information
Student enrolment profile
Student attendance profile
When a student is absent, parents are expected
to contact the school within seven days to give a
reason for the absence. South Grafton High
School receives parental reasons for absence by
written note, phone call, text or email. In 2014
student attendance was tracked through the
Academy attendance software system which
allowed the school to monitor school and lesson
attendance throughout the school day.
When a message from a parent is not received by
recess, then South Grafton High School sends an
email or text to a parent requesting an
explanation for the absence. If no reply is
received to the email or text then the school
phones or writes to parents within seven days of
the absence. Students whose poor attendance
causes concern are discussed with the school’s
councillors, Aboriginal support workers, pastoral
staff and learning support team as appropriate.
Gender 2008 2009 2010 2011 2012 2013 2014
Male 518 482 483 519 489 459 412
Female 510 483 483 489 462 418 419
0
200
400
600
800
1000
1200
2008 2009 2010 2011 2012 2013 2014
Stu
de
nts
Year
Enrolments
Male Female
Year 2008 2009 2010 2011 2012 2013 2014
7 86.7 89.7 88.3 85.1 85.1 90.1
8 81.5 86.8 87.0 83.5 82.2 86.1
9 83.8 83.8 81.8 83.5 82.7 83.3
10 82.3 84.9 79.4 81.5 79.0 81.7
11 80.8 81.4 80.2 79.1 76.9 83.4
12 83.0 85.4 84.8 84.4 78.8 85.2
Total 86.1 83.0 85.4 83.7 82.7 80.6 84.4
7 92.3 92.6 92.5 92.4 93.2 93.3
8 90.0 90.5 90.1 90.1 90.9 91.1
9 88.8 89.1 88.8 88.7 89.4 89.7
10 88.7 88.3 87.1 87.0 87.7 88.1
11 89.4 89.1 87.6 87.6 88.3 88.8
12 89.4 89.8 89.2 89.3 90.1 90.3
Total 89.9 89.7 89.9 89.2 89.1 89.9 90.2
Sch
oo
lSt
ate
DEC
0
25
50
75
100
2008 2009 2010 2011 2012 2013
Att
en
dan
ce ra
te
Year
Student attendance rates
School State DEC
2
If a student’s absence continues to cause concern
they are referred to agencies external to the
school such as the Home School Liaison Officer
(HSLO) and Family and Community Services. A
member of school staff holds a weekly meeting
with the HSLO to examine in detail the
attendance of individual students of concern.
During 2015 South Grafton High School will
change from using Academy to Sentral to track
student attendance. We believe that Sentral will
further enhance and develop our tracking and
communication systems to ensure that students
with poor attendance are identified swiftly and
their parents are more quickly engaged in
assisting with the absences. This will form part of
our school aim to improve community and
parental engagement.
Post-school destinations
Post-school destinations
Year 10
%
Year 11
%
Year 12
%
seeking employment
0 4 18
employment 6 12 10 TAFE entry 1 2 16 university entry 0 0 27 other 93 82 18 unknown 0 0 11
In 2014, 103 students were candidates for the
Higher School Certificate.
Our records indicate that 27 % of the candidature
were made offers to commence study at NSW
and Australian Capital Territory tertiary
institutions. Patterns of study include medicine,
computing science and technology, nursing,
communications, creative arts, psychological
science, business administration, event
management, arts, education, design, design
landscape, law and forensic science.
Of the students who gained offers to NSW
tertiary institutions many chose to apply for the
early entry programs that were available to them.
Twenty one per cent were successful in the
Southern Cross University Star Entry program and
18% were offered places from the University of
New England Principal’s Recommendation
Program.
Students who didn’t seek university placement
are involved in a variety of post school options.
These include study at other tertiary institutions
including NSWTAFE and private providers and
seeking and gaining full time and part time
employment. A small number of students sought
entry to the Australian Defence Forces.
Each year the number of students engaging in a
GAP year or travelling overseas is increasing.
Year 12 students undertaking vocational or
trade training
A number of Vocational Educational Training
(VET) courses were undertaken by students at
South Grafton High School. Forty nine per cent of
students chose to study one or more of the
following courses which were offered to them.
The courses included business services,
construction, hospitality, information media
digital technology, metals & engineering and
sports coaching.
Twenty eight percent of the students chose to
study TVET courses that were delivered by North
Coast Institute of TAFE, Grafton and Trenayr
campuses. The courses included aged care,
animal studies, automotive, beauty, children’s
services, electro technology, hairdressing, horse
industry, marine studies, music and tourism
travel and events.
3
Year 12 students attaining HSC or equivalent
vocational educational qualification
Sixty eight per cent of Year 12 students
completed the HSC in 2014.
Sixty two per cent of HSC students were enrolled
in a VET subject with 49% of those students
receiving the qualification.
Workforce information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
Workforce composition
Position Number
Principal 1
Deputy Principal(s) 2
Head Teachers 12
Classroom Teacher(s) 49.3
Learning and Support Teacher(s) 2.8
Teacher Librarian 1
School Counsellor 1
School Administrative & Support Staff 14.972
Total 84.07
The Australian Education Regulation, 2014
requires schools to report on Aboriginal
composition of their workforce.
Aboriginal employees comprise 5% of the
school’s workforce. The Aboriginal team consists
of an Aboriginal education officer, Aboriginal
school community education officer, three junior
Norta Norta tutors, one senior Norta Norta tutor
and a temporary general assistant.
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 96
Postgraduate 4
Professional learning and teacher accreditation
Forty five staff members participated in
professional learning activities in addition to
school development days. These mapped
activities were in direct correlation to the school
plan and focused on engaging students in literacy
across the curriculum in all key learning areas
(KLAs). They included enhancement of the
curriculum to increase engagement and
attainment, development of Aboriginal
education, an emphasis on student wellbeing,
Vocational Education and Training, head teacher
network days, accreditation of new teachers and
quality teaching and programming.
The average expenditure per teacher on teacher
professional learning in 2014 was $927.08 and
total expenditure on teacher professional
learning for 2014 was $41,719.00. Ninety nine
per cent of staff participated in school
development days (SDDs) in 2014.
Term one SDD focused on mandatory training in
aspects of child protection, the DEC code of
conduct and e-emergency care. There was a
development of strategies to build student
engagement across KLAs as well as classroom
management techniques to optimise student
learning outcomes and information regarding
Year 7 2014.
Term two SDD saw a focus on implementation of
the Australian National Curriculum (ANC) and
how to develop appropriate assessment
procedures in line with the implementation of
this curriculum, particularly for teachers of
mathematics, english and human society and its
environment (HSIE).
Term three SDD was a combined North Coast
Central network initiative with a focus on specific
subject areas. Professional learning was tailored
to specific key learning areas and the relevant
curriculum, assessment and leadership directions
for individual subjects. This included explicit
instructional strategies and techniques to support
the learning and outcomes for K-12 students.
4
Term four SDDs saw the introduction of the
teacher talk program for all school staff, and
classroom teachers were provided with
professional development on developing
necessary strategies to support students in the
classroom and to cater for students requiring
learning adjustments. Staff also completed
training on the specifics of school sport and
relevant sport carnivals to ensure staff are
familiar, competent and confident in the
supervision, development of instruction and
regulation in all aspects of school sport. Training
on the development of the school plan was
provided, with all school staff being given the
opportunity to make worthwhile contributions in
the direction and focus of the current school
plan. Aboriginal staff conducted training on
cultural awareness and the Gumbayngirr
language to foster relations with Aboriginal
students and teaching staff.
Mandatory training included the disability
standards for education training, code of conduct
update, child protection annual update. E-
emergency care training, Anaphylaxis training
and use of adrenalin auto injectors were also
completed during these SDDs. In 2014, three
new scheme teachers were working towards
accreditation and 15 new scheme teachers were
maintaining accreditation at professional
competence.
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
The information provided in the Financial Summary is current at the date shown. This summary includes reporting from 1 January 2014 to 31 December 2014.
A full copy of the school’s 2014 financial
statement is tabled at the annual general
meetings of the parent body. Further details
concerning the statement can be obtained by
contacting the school.
School performance 2014
Academic achievements
NAPLAN
The My School website provides detailed
information and data for national literacy and
numeracy Testing (NAPLAN).
In the National Assessment Program, the results
across the Years 7 and 9 literacy and numeracy
assessments are reported on a scale from Band 1
to Band 10.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
Year 7: from Band 4 (lowest) to Band 9 (highest
for Year 7)
Year 9: from Band 5 (lowest) to Band 10 (highest
for Year 9)
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au
and enter the school name in the Find a school
and select GO to access the school data.
Funds received through the Resource Allocation Model (South Grafton High School)*
Component RAM
Base 7,479,096 7,479,096 0.7871 Base (78.7%)
Equity 1,010,982 0.1064
Location - - 0 Location (0%)
Aboriginal 127,017 127,017 0.01337 Aboriginal (1.3%)
Socio-Economic 493,173 493,173 0.0519 Socio-Economic (5.2%)
Language - - 0 Language (0%)
Disability 390,793 390,793 0.04113 Disability (4.1%)
Targeted 581,097 581,097 0.06115 Targeted (6.1%)
Other 430,893 430,893 0.04535 Other (4.5%)
Total 9,502,068
* data source: Local Schools Local Decisions - Learning, High Performance and Accountability Directorate
RAM Funds
Base (78.7%) Location (0%)Aboriginal (1.3%) Socio-Economic (5.2%)Language (0%) Disability (4.1%)Targeted (6.1%) Other (4.5%)
Financial Summary for the Year Ended 31 December 2014 (South Grafton High School)*
2014 Actual ($)
Opening Balance
Revenue
Appropriation
Sale of Goods and Services
Grants and Contributions
Investment Income
Gain and loss
Other Revenue
Expenses
Recurrent Expenses
Employee Related
Operating Expenses
Capital Expenses
Surplus/Deficit for the Year
Balance Carried Forward
* date source: Schools Finance - Learning and Business
(469,259)
(8,722)
(296,058)
(43,973)
(10,150,293)
(10,499,046)
(486,957)
-
-
10,516,744
10,516,744
9,773,405
743,340
-
17,698
5
Higher School Certificate (HSC)
In the Higher School Certificate, the performance
of students is reported in performance bands
ranging from Performance Band 1 (lowest) to
Performance Band 6 (highest).
In 2014 Year 12 students at SGHS attained 8 Band
6 and 39 Band 5 results. Community and family
studies and english standard achieved better
results than the SGHS average 2010-2014 and
biology and industrial technology achieved higher
average results than the similar school group in
2014. Hospitality and drama results were above
state average for 2014.
Significant programs and initiatives – Policy and equity funding
Aboriginal education
The Aboriginal team were involved in a wide
variety of activities this year. Uncle Roger Duroux
ran the boys group in 2014. Over 80 boys
participated in the program. The boys did
workshops exploring, respect, rules (different
types), Dreamtime, Aboriginal drawings, how to
make artefacts, how to start a fire without
matches and relationship building. A number of
local Aboriginal men’s services also came and
spoke to the boys about the law, health and
National Parks and Wildlife. Uncle Roger also
worked with classroom teachers and Years 11
and 12 Aboriginal studies classes offering advice
and help as well as working with the language
team on the Gumbayngirr language program.
0
10
20
30
40
50
60
70
80
90
100
An
cie
nt
His
tory
Bio
log
y
Bu
sin
ess
Stu
die
s
Co
mm
un
ity
and
Fam
ilySt
ud
ies
Dra
ma
En
glis
h (
Stan
da
rd)
School 2014 School Average 2010-2014
SSG 2014 State DEC 2014
0
10
20
30
40
50
60
70
80
90
100
En
glis
h (
Ad
van
ced
)
Ge
ogr
aph
y
Ind
ust
rial
Tec
hn
olo
gy
Ma
the
mat
ics
Gen
era
l 2
Ma
the
mat
ics
Pe
rso
na
l De
velo
pm
en
t,H
eal
th a
nd
Ph
ysic
al
Ed
uca
tio
n
School 2014 School Average 2010-2014
SSG 2014 State DEC 2014
0
10
20
30
40
50
60
70
80
90
100
Soft
wa
re D
esi
gn a
nd
De
velo
pm
en
t
Vis
ual
Art
s
Ho
spit
alit
y E
xam
inat
ion
School 2014 School Average 2010-2014
SSG 2014 State DEC 2014
6
Ten Australian Indigenous Mentoring Experience
(AIME) students attended four days (one day a
term) at Southern Cross University. They were
mentored by university students in culture, public
speaking, poetry (hip hop), art, resilience and
study across the key learning areas (KLAs). The
highlight was three of our students participating
in the other election competition. The girls wrote
a speech as if they were Australia’s first
Aboriginal prime minister which was an Australia
wide competition.
The traditional games program ran again in 2014
and the Student Leadership is Koori Kids (SLIKK)
students under the guidance of Daniel Dobbin
helped organise Harmony Day and National
Aboriginees and Islanders Day Observance
Committee (NAIDOC) celebrations and began
developing an antidiscrimination program.
The Aboriginal dance group - Guja Murra had
another successful year. We started the year off
with a whole day dance workshop, which was
based around creating a dance for the Schools
Spectacular audition. This activity encouraged
many new Indigenous students to join the group.
We then hosted the regional Bangarra Dance
Company Workshop at our school, which was a
fantastic opportunity for our students as they
were taught choreography from the Bangarra
dancers. From that event two students were
nominated to be part of the NSW Public Schools
Aboriginal Dance Company. The Aboriginal dance
group performed at many events throughout the
year and it has been a highlight for these
students to represent their school and culture.
They performed at SGHS NAIDOC celebrations, as
well as at McAuley Catholic College’s NAIDOC
assembly. The dance group also opened the
central network dance festival in Coffs Harbour,
as well as touring and performing for our local
primary schools. To finish the year the dancers
performed extremely well at the 2014 Schools
Spectacular in Sydney. The students then worked
hard to adjust the dance to fit our school stage
and performed at the school’s presentation night.
Harmony Day was fun with SGHS Year 7 students
experiencing the food and culture of different
nationalities from around the world; painting,
traditional games and Indonesian dance with the
Indonesian visiting teacher.
The Aboriginal team organised NAIDOC day.
There were many activities run which gave the
participants a chance to experience Aboriginal
culture such as painting boomerangs, Aboriginal
dancing, Aboriginal artefacts and cooking fried
scones, a who am I guessing competition,
Aboriginal traditional games and Aboriginal bead
making and workshop.
Aboriginal Medical Centre (AMS) ran Dental
workshops and a boys group Yarn Up.
Tackling Indigenous smoking and promoting
healthy lifestyles is the task given to a group
called ‘Closing the Gap’ based in Ballina. This
group ran healthy lifestyle workshops at Yamba
and coordinated the solid mob hip hop program.
Both of these were very well received by the
students at SGHS. The group also participated in
our NAIDOC day activities.
Youth Directions sponsored our Aboriginal
awards day held at Yarrawarra. All Aboriginal
students who had participated in school in a
positive and successful way were invited to
attend. The students were taken on a bush
medicine walk. It was interesting finding the
different medicinal uses for the plants we would
normally walk past. The students also had a
choice of basket weaving or screen printing as
activities. This was an entertaining and culturally
interesting day.
7
Job Squad made and mended rooms and
equipment around the school. In conjunction
with Chick Edwards the Job Squad began to
develop an Aboriginal Maths Kit for primary
classes. We envisage the kit will be for sale in
2015.
Multicultural education and anti-racism
South Grafton High School has been part of the
Australia-Indonesia BRIDGE project since 2013.
The aims of this project include strengthening the
Asian language capabilities of Australian students
and building intercultural understanding among
teachers and students in Australia and Asia.
In July, 2014 two staff members participated in a
two week study tour to Indonesia which included
a visit to our BRIDGE sister school, SMAN 2
Sampit in Central Kalimantan. Highlights of the
tour included a welcome dance on our arrival by
students from SMAN 2 Sampit and a visit to the
Orangutan Rehabilitation Centre at Tanjung
Puting National Park.
The teachers also had the opportunity to visit our
other sister school SMAN 1 Tangerang which is
located close to the capital of Indonesia, Jakarta.
SMAN Tangerang has made two visits to our
school the first in 2010 and the second in 2012.
During 2014 South Grafton High School students
also had the opportunity to participate in three
cultural workshops. Two of these were Gamelan
music workshops conducted by Made Denis who
is the artist in residence for the Australia-
Indonesia Arts Alliance. The third workshop was
an Indonesian dance workshop conducted by
Murtala and Alfira O’Sullivan from Suara
Indonesia. This group has conducted regular
workshops at South Grafton High School for the
past six years. Murtala and Alfira also conducted
workshops at our partner primary schools as part
of the SGHS Clarence Asian Studies Language
Initiative (CASLI) program.
The Dunbè African drumming group continues to
be tutored by Tim Treanor and performed at
many of our community events, including
presentation night
The school has an anti-racism Coordinator (ARCO)
and a student support officer who coordinate
relevant programs within the school for students
and provide training for staff.
Aboriginal background
Seven qualified teachers funded through senior
Norta Norta tutored senior students, decreasing
the number of letters of concern and assisting
students in preparation, time management and
subject support.
Indigenous students were also connected with
School Based Traineeship (SBaT) opportunities. A
number of employment agencies inform SGHS
when school based traineeships are advertised.
Traineeships which are identified Aboriginal are
offered to students who are interested in the
traineeships. Students are mentored and
supported throughout the application process.
Designated Aboriginal roll and sport rolls are
supported by Aboriginal staff and the physical
development, health and physical education
staff. Students are supported in the roll groups
ensuring they have all the equipment they need
to participate in their classes. There is follow up
when students are absent for any length of time.
Students are encouraged to attend school and
class and are then allowed to represent SGHS in
sport. Roll call teachers and Aboriginal staff liaise
with families and the community to support
student’s participation in class.
8
The locally made learning kit “Three Mobs One
River” is used by the HSIE department in
Aboriginal Studies.
Indigenous Personalised Learning Plans (PLPs) are
continuously being up dated by students in
consultation with Aboriginal staff, year advisors
and Norta Norta tutors, parents, carers and
community.
Ten SGHS students participated in the Evonne
Goolagong Tennis workshop. Students were
supported by Aboriginal staff form SGHS.
Eight Aboriginal girls identified as at risk were
taken to a three day workshop run by Camellia
Cottage. Activities included positive affirmations,
cultural activities, painting, hair and makeup and
cooking class run by local elders. This program
was supported by the Aboriginal staff from SGHS.
Two Aboriginal Student Learning Support Officers
(SLSOs) funded by junior Norta Norta worked
with students on maths in Djehuti Smart and
Literacy in the Multi-Lit program as well as in-
class support for identified students and classes.
The Aboriginal Team offered incentives to
encourage Aboriginal students to attend NAPLAN
testing. Students were given the opportunity to
be picked up before the test and returned home
on completing the test. Students were also
offered lunch and a movie when they had
finished sitting the NAPLAN test.
Working closely with the Aboriginal Community
Liaison Officer (ACLO) the Aboriginal Education
Officer (AEO), elders and the community, five
boys were identified as at risk by the police. The
boys were taken on a three day camp. The boys
experienced cultural activities, traditional
hunting, bush tucker cooking and eating as well
as culturally sensitive activities for boys only.
The Aboriginal support teacher along with the
ACLO, AEO, the Learning and Support Team,
community and families, identified girls who
were at risk to attend the “Bike Program”. The
program was held once a week for a semester.
Girls were given an old bike frames. They were
taught how to fix and maintain the bikes. Once
the work was finished the girls could keep the
bike. Girls were also given the opportunity to
‘yarn’ with community members and have
counselling from local Aboriginal and non-
Aboriginal volunteers. Girls who attended the
program were more inclined to attend class as
they were held back from the program for one
week if their attendance at school reduced.
With Improving Literacy and Numeracy, National
Partnership (ILNNP) funding, a qualified retired
teacher in conjunction with the Aboriginal team
ran induction workshops for new and casual
Aboriginal SLSOs. These workshops were run with
the local Elders presenting. They offered great
insight to the participants about cultural
knowledge and expectations as well as an
historical perspective. These workshops prepared
the SLSOs to mentor, support and tutor students
in class and in small groups.
The Aboriginal support teacher is a member of
the Learning and Support Team (LAST). This staff
member also liaises with the families and
community. They assist in writing programs and
offering alternative options for Aboriginal
students being referred to the LAST.
9
Socio-economic background
SGHS employed a classroom teacher to run the
Clarence Science Initiative (CSI) program which is
a gifted and talented science program focused on
science, math and technology. The program is run
from South Grafton High School and is available
to up to 120 students annually from 15 primary
schools throughout the Clarence Valley.
Benefits of the program include:
• engagement of gifted and talented students
who have an interest and aptitude in science
• provision of opportunities to inspire and extend
students (into high school then beyond to tertiary
education)
• contact with scientists locally and through
programs such as Scientists in the Classroom
• involvement of local government departments,
community groups, industry and private business
(this has included the Department of Primary
Industries, Department of Environment and
Heritage, Catchment Management Authority,
Southern Cross University Marine Centre,
Clarence Valley Council, local medical
professionals, business owners and primary
producers)
• early orientation to the high school setting and
the opportunity to mix with other students of
similar interests
• providing students with access to high school
laboratories with the latest equipment and
resources.
Partnerships:
• Robotics program currently under development
in partnership with Stellar and Southern Cross
University
• Scientists in the Classroom – partnership with
Medical Intern Student at Grafton Base Hospital.
Partnerships have been established with all
primary schools involved. Selected students
return to their schools to report on their day at
CSI. They implement strategies and problems
learned at CSI with their classmates.
Djehuti Smart was funded through socio-
economic funding in 2014. It is a program
developed within SGHS which aims to raise the
basic numeracy skills of those students who have
not achieved automaticity in basic numeracy
calculations. The program involves flashcards and
speedsheets as practice tools to aide students to
become quick in their mental calculations which
in turn embeds a confidence in learning. The aim
of the program is to engage students in basic
numeracy and mathematics through
achievement.
The Djehuti Smart Program for 2014 consisted of
Djehuti Smart pairs; two students with one SLSO
tutor for two periods per week. Students were
withdrawn from four different periods per
fortnight for the school year.
10
Djehuti Smart in class; an eight minute session
within a normal Mathematics class utilising
mobile resources. Different classes were targeted
each semester.
The Peer Reading Tutor program which involves
20 minutes reading every morning one-to-one
with a Year 10 trained tutor for one to three
terms was funded through socio-economic
loading. Twenty three of twenty seven Year 10
tutors who started in 2013 completed the TAFE
theory plus the practical experience of tutoring
younger students in reading during 2014. As well
as gaining confidence in their own reading, they
gain leadership, coaching & mentoring skills.
These students take these skills for life into the
community with them. The main focus of this
reading program is on learning the vocabulary of
the KLAs, improving reading fluency (accuracy &
rate) and on comprehension strategies.
Engagement is encouraged by graphing results,
so students see their improvement, and progress
at their own pace. Praise, positive entries, calm
cards, postcards and graduation breakfasts all
recognise student achievements. This program
provides a quiet, calm, positive and productive
start to each school day for tutees, tutors and
staff involved in the program. It has also been
described as a Welfare program due to the social
benefits. Fourteen Year 7 - 8 students, including
two Indigenous students progressed through the
program or ‘graduated’ during 2014. Some
stayed only one Term, while others take up to
three Terms to become proficient readers at or
near their stage level, thus ‘Bridging the Gap’
with their peers. Twenty seven others, including
nine Indigenous students participated in the
program and are continuing into 2015. Improved
NAPLAN results for Year 9 students who have
been involved in this program (and attended
SGHS for Years 7 and Year 9 NAPLAN) have been
demonstrated. Twenty eight of forty one show
growth rates 9.4 points above the state average
and 13.6 points higher than the SGHS average
growth in reading.
A head teacher senior studies position was
continued to assist Years 11 and 12 students to
make the most of their senior study periods, to
track senior student progress on an individual
basis and offer support and subject guidance as
needed. The head teacher administration
position was reclassified to head teacher teaching
and learning. The role has been created to
improve and track student attendance and
streamline programs offered to gifted and
talented students. SGHS employed two additional
School Administrative Officers (SAOs) in 2014 to
administer the school transition program and
Board of Studies Teaching and Education
Standards (BOSTES) requirements as well as
assisting in the implementation of Local
Management Business Reform (LMBR) as one of
229 pilot schools. The school employed a
Technical Support Officer and an Operational
Paraprofessional in 2014 to oversee the
administrative implementation of technology at
SGHS.
Low level adjustment for disability
Parents are invited with students to information,
transition, review, Individual Education Program,
enrolment and return from suspension meetings
to discuss individual students’ learning and
support needs. SLSOs often act as an advocate for
students with additional needs on an on-going
basis and assist in facilitating these processes.
Goal setting for individuals with additional
learning and support needs is encouraged in all of
the above settings.
Additional Programs such as Stellar, YourTutor
and Career Aspirations have been implemented
in order to engage more students.
Parents and carers are informed via newsletter,
notes and reports about various programs and
they and their students are invited to celebrate
student successes in all programs.
Additional SLSOs have been employed to assist
teachers in classes across the KLAs. They also
assist in intensive literacy classes in Years 7-9 and
implement literacy and numeracy withdrawal
programs. SLSOs assist students to stay on task
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and thus complete more work, which in turn
translates into achieving more outcomes.
SLSOs assist students with learning and support
needs to attempt assessment tasks &
assignments in various settings and at various
times, including lunch times, senior study lessons
and in MULTILIT super groups in addition to
normal class time. Assistance is given in providing
special provisions for students during tests and
exams.
All staff completed on-line training about the
disability standards and participation in nationally
consistent collection of data.
Professional development in focus on reading,
teaching high levels of comprehension, and
prioritising grammar was undertaken by one
teacher from each faculty who, in turn, trained
other faculty members. Accommodations and
adjustments required are developed by individual
classroom teachers in response to individual
education programs for students with a disability.
Learning and support teachers attended the
special needs conference in August and
subsequent improvements were made in the
referral process and communication to staff from
the learning and support team. A learning and
support folder is accessible by staff on the SGHS
staff intranet. The folder contains detailed
information related to identified disabilities and
syndromes as well as individual student profiles
with hyperlinks to the former, as well as
individual reading assessments.
Learning and Support
Students who need additional support in literacy
are identified at SGHS by;
Literacy screening tests (Year 7 English
classes)
Teachers
Learning & support team
Parents
Self-referral
Year 7 students and new enrolments (identified
from above) are individually assessed by learning
and support teachers.
Higher levels of support require more
individualized programming and more resources.
Literacy Classes (Years 7, 8 and 9)
These consist of english classes with two teachers
plus an SLSO where possible.
Individual Reading Program and MULTILIT
Learning and support teachers oversee school
learning support officers or selected Year 10
trained tutors reading 20 minutes every morning
one-to-one with a student who needs greater
individualisation. Making Up Lost Time in Literacy
(MULTILIT) – consists of short one-to-one
intensive sessions with an SLSO training students
in word attack skills, working on both accuracy
and rate (automaticity). Twenty two students
who were two or more stages below their peers
in reading had the opportunity to be tutored at
their own level, using programs that were
individualised by learning and support teachers.
Assessments were completed to see which
students could benefit from the MULTILIT
program, which also uses graphs and levels so
that students can visually represent and track
their own progress. Fifty six students from Years
7-10 were put into groups with a learning support
teacher working with them on their literacy goals
and assessment tasks, while SLSOs conducted the
one-to-one MULTILIT session with each student.
Students received support to complete over 200
assessment tasks, reducing stress for students
who have limited literacy skills and might not
otherwise attempt them.
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The use of technology is also supported.
Students are encouraged to set their own literacy
goals and select activities to achieve them.
NAPLAN results show growth rates for 10 Year 9
students who have participated in MULTILIT (and
attended SGHS in both Years 7 and Year 9) of 57.8
points which is 19 points above the state average
and 23 points higher than the SGHS average
growth in reading.
Numeracy programs have been discussed in the
socio-economic section of this report
School planning and evaluation 2012—2014
School evaluation processes
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:
• Faculty meetings to discuss
implementation of strategies at the
classroom level
• Surveys conducted with executive, staff,
students and community to determine
progress towards targets
• Executive meetings, conferences and
staff meetings to review strategies and
determine progress
• Teacher Assessment and Review
Schedule and Executive Assessment and
Review Schedule
• Teacher professional learning
opportunities aligned to the needs of the
school plan
• Whole school development days aligned
to the needs of the school plan
• Program evaluations to determine
progress towards targets
• Review and subsequent amendments to
the Welfare and Discipline policy.
Background
In 2014 our school carried out a review of our
level system within our welfare and discipline
policy with the aim of providing effective learning
and teaching within a secure, well-managed
environment, in partnership with parents and
caregivers.
Findings and Conclusions
During term three a trial was conducted with the
removal of all level books. After the collation and
analysis of evidence from RISC, along with parent
and student feedback, this trial was reviewed by
the relieving deputy principal through
collaboration at executive level. In response,
changes were implemented and communicated
to the wider school community and should be
considered in the context of the whole SGHS
welfare and discipline policy. They include:
More timely contact with parents and
caregivers
Student behaviour to be assessed by class
room teachers on a graduated scale
rather than negative or positive
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Head teachers monitoring within their
KLA only, removing the need for a level
book
Modifications to support students
struggling with regular attendance
Revised probationary conditions on
return from suspension.
Future Directions
Findings have indicated future focus areas
including:
Further encouragement of students to
take responsibility for their own learning
and behaviour with the objective of
reducing fractional truancy
Identifying key social skills and
developing plans for all students to make
progress in acquiring them with the
objective of a positive, harmonious
school environment.
School planning 2012-2014:
School priority 1
Literacy and Numeracy
Outcomes from 2012–2014
Increase the percentage of students in
Year 9 reading to have expected growth
in NAPLAN results
Improved numeracy outcomes for
students
Students will achieve at a higher level
than they started and NAPLAN results will
indicate growth from Years 7 – 9.
Evidence of achievement of outcomes in 2014:
The percentage of students greater than
or equal to expected growth decreased
from 49% in 2013 to 34.8% in 2014 in
Year 9 reading. This outcome was not
achieved
The percentage of students greater than
or equal to expected growth increased
from 36.3% in 2013 to 51.2% in 2014 in
Year 9 numeracy. This outcome was
achieved
Over the 2013-2014 period trend data for
Year 9 reading remained static, writing
decreased by 10 points, spelling
decreased by 9.3 points, grammar and
punctuation increased by 7.5 points and
numeracy increased by 14 points.
Therefore overall growth in all areas was
not achieved, but growth occurred in
numeracy and grammar and punctuation.
Strategies to achieve these outcomes in 2014:
Teachers use NAPLAN data to identify
students below the national benchmark
1-1 support and small groups for
identified students with specific reading
needs
MULTILIT used to support reading
development of identified students
Use data analysis of NAPLAN and
incorporate NAPLAN suggested teaching
strategies into programs and lessons
A KLA evaluation outlining
recommendations by ILNNP and LAST
KLAs supported to implement
recommendations
PLPs for identified students available to
all staff
Additional support for teachers in the
classroom
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Intensive literacy program in Years 7, 8
and 9
Identified students supported through
the year
Selected Year 7 students were offered 1-
1 support in a QuickSmart program
Selected Year 7 students were offered 1-
1 support in a QuickSmart program
Students in most B and C stream classes
(Year 7 - 10) will complete numeracy
activities each week with additional class
support through the Djehuti Smart
program
Regular reporting of QuickSmart
outcomes recorded via Cognitive
Aptitude Assessment System (CAAS)
testing and reports home to parents for
those students involved in the program
over the 30 week timeframe
School priority 2
Curriculum and Assessment
Outcomes from 2012–2014
Increase accountability across the school
through a focus on an evaluation of
programs.
Evidence of achievement of outcomes in 2014:
Evaluation of self-select program
conducted in 2014. This outcome was
achieved
Professional Learning Plans developed by
all staff in consultation with their
allocated supervisor. This outcome was
achieved
Cultural awareness seminars presented
by Aboriginal education officer in first
staff meeting 2014 and school
development day term four 2014. This
outcome was achieved
Two head teachers evaluated the use of
quality teaching elements in programs.
This outcome was not achieved.
Strategies to achieve these outcomes in 2014:
New Scheme Teacher (NST) coordinator
to work with new scheme teachers and
their supervisors to ensure there is a
clear understanding of the elements of
quality teaching (QT) and they are
incorporated in their teaching programs
Addresses to staff on cultural awareness
as part of professional learning and
induction program
Professional learning plans to be
developed by all staff identifying goal
setting areas
Head Teachers to evaluate the use of QT
elements by teachers in their program.
School priority 3
Engagement and Attainment
Outcomes from 2012–2014
Increase our student attendance rate by
2% across the school with an emphasis
on engagement in the classroom
Increase the programs and support
offered to the top 25% of students
through Gifted and Talented (GAT)
programs, mentor support and self-
select.
Evidence of achievement of outcomes in 2014:
The student attendance rate increased
from 80.6 % in 2013 to 84.4% in 2014, an
increase of 3.8%. This outcome was
achieved
Ninety per cent of self select students
participated in two or more activities
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designed for GAT and high achieving
students.
Programs offered in 2014 included
debating, Australasian competitions,
science and engineering challenge, Year 8
GAT day, online IT programming classes,
women in engineering course, student
representative council, Stellar, school
spectacular, sporting opportunities and
Jacaranda Day competitions
Years 10 and 11 accelerated hospitality
students achieved 2 band 6s and 3 band
5s in 2014 HSC
Supervised senior study periods were
funded in 2014
Text messages regarding non-attendance
for more than three days were sent in
2014 and regular communication
regarding attendance requirements
published in the school newsletter
New child studies Z elective introduced in
2014.
Strategies to achieve these outcomes in 2014:
Competitions including debating, English
competition, writing competition, general
competitions publicised to encourage
students to participate
Staff supported in developing strategies
to lift students into higher bands
Senior students supported in study
periods
Students, parents and staff regularly
informed of the importance of attending
school and classes
Head Teacher Senior Studies and
allocated staff in the library for every
period to support students with their
study, assessment tasks and courses
Study skills days organised for Years 11
and 12. Survey students to gather their
understanding of the PBL core goals and
how they have been covered in class
(two per year)
Assembly reports relating to PBL to
increase student awareness
Follow up of students absent for three or
more days
Regular review of absences and phone
calls once three unexplained days and
then letters generated once five
unexplained absences are formed
Referring regular non-attenders through
to the Home School Liaison Officer
Promote PBL postcards and CALM
(Courage to take responsibility, Achieve
personal best, Learn to show respect,
Make it safe) awards
Develop new courses for Years 9 and 10
(Z elective) to give students more elective
choices and ones that engage students
Use the Aboriginal team in school to
regularly contact parents to explain the
school policy and expectations.
Parent/caregiver, student and teacher satisfaction
In 2014, South Grafton High School sought the
opinions of parents, students and teachers about
the school.
Their responses are presented below.
South Grafton High School carried out student,
teacher and caregiver surveys in preparation for
the school plan in November 2014.
These points were identified as areas for
improvement by students:
20% were not proud of South Grafton
High School
15% said they don’t always learn a lot in
lessons
20% said they are not sure most of their
teachers like them
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40% say there are students in their class
that don’t care enough about learning
20% don’t enjoy attending the school
50% say that behaviour could sometimes
be improved
20% say they don’t always find their work
challenging
60% don’t know what they want to do
when they leave school
Parents and Teachers
A telephone survey of parents and a paper survey
of teachers gave similar results. The surveys
indicated that a majority thought that SGHS was
better than other schools in the area and
identified curriculum opportunities and welfare
systems as key strengths. The main areas for
improvement perceived by parents and teachers
were discipline and uniform. SGHS will be
addressing these issues in the 2015 school plan.
Future Directions 2015-2017 School Plan
NSW DEC is implementing a new school planning
process for 2015-17. The new plan will be
published on the school’s website from the
beginning of term two 2015.
The school planning process involved situational
analysis with a survey conducted with the whole
student body, a phone survey of parents and a
whole staff survey regarding the future directions
of SGHS in term four 2014. In early 2015 a
community and student forum were held to seek
further opinion and set future directions. This
feedback was collated and has informed the
development of the school plan, along with the
analysis of external and internal school data.
Preparation of the plan was developed via a
school planning committee, with parent and staff
representation, which met on a weekly basis
throughout term four 2014 and term one 2015.
The findings and conclusions of the situational
analysis, along with recommendations and
progress of the plan were reported to the P&C at
monthly meetings and the staff through seminars
on school development days in term four and
term one 2015. The school vision was developed
through building a shared vision group activity
involving parents/carers, students and staff.
STRATEGIC DIRECTION 1
Highly Effective Teaching and Engaging Learning
Purpose:
Enabling teachers to develop and implement
highly effective teaching practices, skills, and
strategies to ensure engaged learning for all
students.
All teachers are expected to establish a
collaborative and consistent environment in all
classrooms; underpinned by the Positive
Behaviour for Learning (PBL) core values.
STRATEGIC DIRECTION 2
Building Community Relationships and Rapport
Purpose:
To establish an inclusive and responsive
relationship amongst all stakeholders including
teachers, students, parents/carers, community,
educational partnerships, and industry links.
Building a school community that provides strong
support to inspire and empower students to
achieve their personal best.
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STRATEGIC DIRECTION 3
Building Capacity Through Efficient and
Innovative Systems
Purpose:
Creating consistency through efficient and
innovative systems which ensure a school ethos
of high expectation and procedure to support
excellence of practice by the South Grafton High
School community.
Building leadership capacity at all levels of the
school community to develop a culture of
excellence and innovation.
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analyzed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Tanya Fisher – Head Teacher Mathematics
Peter Johnstone – Relieving Head Teacher,
Teaching and Learning
Joann Foley – Head Teacher Welfare
Robert Bruce – Head Teacher, Information
Technology
Cate Wauchope – Senior Norta Norta Tutor
Lynn Turton – School Administrative Manager
Nancy Loveridge – Learning Support Teacher
Tanya O’Connor – Mathematics Teacher
Amy Brennan – CSI class room teacher
Anna Carle – Head Teacher HSIE
Gaye Kelsey – Relieving Deputy Principal
Greg Court – Deputy Principal
Megan Johnson – Principal
Julie Hill - SAO
School contact information
South Grafton High School,
Tyson Street, South Grafton, NSW, 2460
Ph: 6642 1466
Fax: 66 43 2027
Email: [email protected]
Web: www.sthgrafton-h.schools.nsw.edu.au
School Code: 8406
Parents can find more information about Annual
School Reports, how to interpret information in
the report and have the opportunity to provide
feedback about the report at:
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php
